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Tema 5, Capítulo 5A CompletedDay 1 Learn about the artist Carmen Lomas Garza Learn new vocabulary about family members, celebrations, and parties Listen to and understand statements about family members ages and names Listen to and demonstrate comprehension vocabulary about preparing for a partyVocabulary:Visualized vocabulary, family members vocabulary, parties and celebrations vocabularyTechnology:Overhead/LCD projector, CD playerPacing:90 minutesNational Standards1.2, 2.2, 3.1, 4.21.WARM-UP/ASSESS (10?minutes)Targeted ResourcesALL STUDENTSReturn the Examen del capítulo 4BGo over any recurring errors that students may have made, reteaching as necessary.Examen del capítulo, 4B Answer Key: Examen del capítulo, 4B REALIDADES para hispanohablantes: Examen del capítulo, 4B REALIDADES para hispanohablantes: Answer Key: Examen del capítulo, 4B 2.PRESENT/PRACTICE (35?minutes)Targeted ResourcesALL STUDENTSObjectives (p. 221)Go over the chapter objectives with students to prepare them for the new material.Fondo cultural: Carmen Lomas Garza (p. 220)Go over the information and have students respond to the question.HERITAGE LANGUAGE LEARNERSAsk students who are familiar with other cultures to describe typical families from their heritage culture.Vocabulary & Grammar Transparencies: Transparencies 12-20 Atlas, Cap. 5A 3.PRESENT/PRACTICE Targeted ResourcesALL STUDENTSCore Instruction: Vocabulario y gramática en contexto (pp. 222-223)Play Tracks 1 and 2. Present new vocabulary about family members, celebrations, and parties.Actividad 1 La familia de Cristina (p. 223)Play Track 3. Students listen to someone talking about family members’ ages and names and indicate comprehension.Actividad 2 Preparamos la fiesta (p. 223)Play Track 4. Students indicate listening comprehension about preparing for a party.HERITAGE LANGUAGE LEARNERSIf any students have had experience making a papel picado or a pi?ata, ask them to talk about who taught them to make these decorations, what materials were used, and the occasions for which the decorations were made.STUDENTS WITH LEARNING DIFFICULTIESIf the organization of the family tree causes students to struggle with the vocabulary words and their meanings, suggest that they look at the list on p. 244. Review the family tree prior to starting Actividad 1.Vocabulary, Cap. 5A Vocabulary & Grammar Transparencies: Transparency 96 Vocabulary & Grammar Transparencies: Transparency 97 Act. 1, Act. 2 Audio, Cap. 5A TRB: Cap. 5A, Input Script TRB: Cap. 5A, Vocabulary Clip Art TPR Stories: Tema 5 TRB: Cap. 5A, Audio Script 4.WRAP-UP/HOMEWORK OPTIONS (5?minutes)Targeted ResourcesALL STUDENTSPractice Workbook 5A-1, 5A-2Assign 5A-1 and 5A-2 for homework or in-class work.Go Online (p. 221)Have students Go Online at home or in class to view the Online Atlas.Go Online (p. 223)Have students Go Online at home or in class for more practice with the new vocabulary.HERITAGE LANGUAGE LEARNERSRealidades para hispanohablantes: A primera vista, 5A. Assign for homework or in-class work.STUDENTS WITH SPECIAL NEEDSGuided Practice Activities for Vocabulary and Grammar: Vocabulary Flash Cards, Vocabulary Check. Have students fill in vocabulary flash cards as in-class work or homework.Practice Workbook: 5A-1 Practice Workbook: 5A-2 Practice Workbook: 5A-1 Answers Practice Workbook: 5A-2 Answers REALIDADES para hispanohablantes: Cap. 5A, A primera vista REALIDADES para hispanohablantes Answer Key: Cap. 5A, A primera vista Guided Practice Activities: Vocabulary Flash Cards, Vocabulary Check Guided Practice Activities Answer Key: Vocabulary Flash Cards, Vocabulary Check 5.BLOCK SCHEDULE (40?minutes)Targeted ResourcesHave students make family tree posters or collages. They can either use real photos or make fictional collages using pictures from magazines, downloaded pictures, or illustrations. Have them label each family member: for example, Susana, mi tía. They can also include a few sentences on the poster: Mi padre es simpático. Point out that each person has to be identified in relation to the student. Remind them to check their sentences for spelling and agreement. You may have to provide students with additional vocabulary words, based on their individual family structures.Tema 5, Capítulo 5A CompletedDay 2 Learn additional vocabulary and grammar in visual and story context Watch and listen to the video and understand new vocabulary and grammar in authentic context Read and demonstrate comprehension of statements about the videoVocabulary:Visualized vocabulary, family members vocabulary, parties and celebrations vocabularyTechnology:Overhead/LCD projector, CD player, VCR/DVD playerPacing:90 minutesNational Standards1.1, 1.2, 1.3, 2.11.WARM-UP/ASSESS (5?minutes)Targeted ResourcesALL STUDENTSHomework checkReview the previous day’s homework assignment. Go over any recurring errors that students may have made, reteaching as necessary.Practice Workbook: 5A-1 Practice Workbook: 5A-2 Practice Workbook: 5A-1 Answers Practice Workbook: 5A-2 Answers 2.PRESENT/PRACTICE (40?minutes)Targeted ResourcesALL STUDENTSCore Instruction: Videohistoria ?Feliz cumplea?os! (pp. 224-225)Present additional vocabulary and grammar by showing transparencies and having students look at pictures and read dialogue between characters in the Videohistoria. Preview the video.Vocabulary, Cap. 5A Vocabulary & Grammar Transparencies: Transparency 98 Vocabulary & Grammar Transparencies: Transparency 99 TRB: Cap. 5A, Audio Script 3.PRESENT/PRACTICE Targeted ResourcesALL STUDENTSVideo Activity 1Assign Video Activity 1 for in-class work.View: Videohistoria (p. 224)Show the video for Capítulo 5A. Through multiple viewings, students learn new vocabulary and grammar in context.Video Activities 2, 3, 4Assign Video Activities 2, 3, and 4 for in-class work.Actividad 3 ?Comprendes? (p. 225)Students indicate reading comprehension by answering questions about the Videohistoria.ADVANCED LEARNERS / PRE-AP*Have students use the Internet or library resources to look for Spanish folk songs. Have them bring in the lyrics and find out on what occasion the song is sung.STUDENTS WITH LEARNING DIFFICULTIESPreview the questions for Actividad 3 by reading them with the students. Have them look carefully at the pictures, and preview the new vocabulary words.TRB: Cap. 5A, Video Script Writing, Audio & Video Activity Workbook: Cap. 4B, Video Activities 1, 2, 3, 4 Writing, Audio & Video Activity Workbook Answer Key: Cap. 4B, Video Activities 1, 2, 3, 4 Answers on Transparencies: Cap. 5A, Act. 3 Answers Act. 3 Answers, Cap. 5A Pre-AP* Resource Book: Vocabulary Strategies 4.WRAP-UP/HOMEWORK OPTIONS (5?minutes)Targeted ResourcesALL STUDENTSPractice Workbook 5A-3, 5A-4Assign 5A-3 and 5A-4 for homework or in-class work.Go Online (p. 225)Have students Go Online at home or in class for more practice with the new vocabulary.Prueba 5A-1: Vocabulary recognitionRemind students to prepare for Prueba 5A-1, which will be administered during the next class period, and ask if they have any questions about the material to be covered.Practice Workbook: 5A-3 Practice Workbook: 5A-4 Practice Workbook: 5A-3 Answers Practice Workbook: 5A-4 Answers Prueba 5A-1, Vocabulary recognition Answer Key: Prueba 5A-1, Vocabulary recognition REALIDADES para hispanohablantes: Prueba 5A-1, Vocabulary recognition REALIDADES para hispanohablantes: Answer Key: Prueba 5A-1, Vocabulary recognition QuickTake Quiz 5A-1 5.BLOCK SCHEDULE (40?minutes)Targeted ResourcesHave students make family tree posters or collages. They can either use real photos or make fictional collages using pictures from magazines, downloaded pictures, or illustrations. Have them label each family member: for example, Susana, mi tía. They can also include a few sentences on the poster: Mi padre es simpático. Point out that each person has to be identified in relation to the student. Remind them to check their sentences for spelling and agreement. You may have to provide students with additional vocabulary words, based on their individual family structures.Tema 5, Capítulo 5A CompletedDay 3 Use new vocabulary orally and in writing Choose vocabulary words based on contextual clues Ask and tell about family Use family vocabulary in a personalized context Learn about Mexican paper craftsVocabulary:Visualized vocabulary, family members vocabulary, parties and celebrations vocabularyTechnology:Overhead/LCD projector, CD playerPacing:90 minutesNational Standards1.1, 1.2, 1.3, 2.1, 2.2, 4.21.WARM-UP/ASSESS (20?minutes)Targeted ResourcesALL STUDENTSActividad 4 ?Quién es? (p. 226)Students use new vocabulary orally and in writing to complete the sentences.Actividad 5 En la fiesta de cumplea?os (p. 226)Students choose vocabulary words based on contextual clues in the passage.Homework checkReview the previous day’s homework assignment. Go over any recurring errors that students may have made, reteaching as necessary.Prueba 5A-1: Vocabulary recognitionAdminister Prueba 5A-1 in class.Answers on Transparencies: Cap. 5A, Act. 4 Answers Answers on Transparencies: Cap. 5A, Act. 5 Answers Act. 4, Act. 5 Answers, Cap. 5A Practice Workbook: 5A-3 Practice Workbook: 5A-4 Practice Workbook: 5A-3 Answers Practice Workbook: 5A-4 Answers Prueba 5A-1, Vocabulary recognition Answer Key: Prueba 5A-1, Vocabulary recognition REALIDADES para hispanohablantes: Prueba 5A-1, Vocabulary recognition 2.WARM-UP/ASSESS (ADDITIONAL RESOURCES) Targeted ResourcesREALIDADES para hispanohablantes: Answer Key: Prueba 5A-1, Vocabulary recognition QuickTake Quiz 5A-1 3.PRESENT/PRACTICE (25?minutes)Targeted ResourcesALL STUDENTSActividad 6 Mi familia (p. 227)Working with a partner, students ask questions and give answers about the family.Actividad 7 A mi familia le gusta... (p. 227)Working with a partner, students use family and leisure activities vocabulary in a personalized context.Fondo cultural: El papel picado (p. 226)Go over the information and have students respond to the question.Audio Activities 5, 6Play Tracks 6 and 7 and have students complete Audio Activities 5 and 6 in municative ActivityAssign the Communicative Activity for in-class work.ADVANCED LEARNERS / PRE-AP*Have students bring in a photo of a recent family celebration or a magazine cutout of people at a party. Working in small groups, have them brainstorm what they could say to describe the scene.STUDENTS WITH LEARNING DIFFICULTIESPreview Actividad 4 by helping students to provide the English for the item stems. For Actividad 5, have students read each phrase aloud twice, using a different answer choice each time.Answers on Transparencies: Cap. 5A, Act. 6 Answers Answers on Transparencies: Cap. 5A, Act. 7 Answers Act. 6, Act. 7 Answers, Cap. 5A Writing, Audio & Video Activity Workbook: Cap. 5A, Audio Activity 5 Writing, Audio & Video Activity Workbook: Cap. 5A, Audio Activity 6 Writing, Audio & Video Activity Workbook Answer Key: Cap. 5A, Audio Activity 5 Writing, Audio & Video Activity Workbook Answer Key: Cap. 5A, Audio Activity 6 TRB: Cap. 5A, Audio Script TRB: Cap. 5A, Communicative Activities 4.WRAP-UP/HOMEWORK OPTIONS (5?minutes)Targeted ResourcesALL STUDENTSWriting Activity 10Assign Writing Activity 10 for homework or in-class work.Prueba 5A-2: Vocabulary productionRemind students to prepare for Prueba 5A-2, which will be administered during the next class period, and ask if they have any questions about the material to be covered.HERITAGE LANGUAGE LEARNERSRealidades para hispanohablantes: Manos a la obra, 5A. Assign for homework or in-class work.Writing, Audio & Video Activity Workbook: Cap. 5A, Writing Activity 10 Writing, Audio & Video Activity Workbook Answer Key: Cap. 5A, Writing Activity 10 Prueba 5A-2, Vocabulary production Answer Key: Prueba 5A-2, Vocabulary production REALIDADES para hispanohablantes: Prueba 5A-2, Vocabulary production REALIDADES para hispanohablantes: Answer Key: Prueba 5A-2, Vocabulary production REALIDADES para hispanohablantes: Cap. 5A, Manos a la obra REALIDADES para hispanohablantes Answer Key: Cap. 5A, Manos a la obra 5.BLOCK SCHEDULE (40?minutes)Targeted ResourcesHave students make family tree posters or collages. They can either use real photos or make fictional collages using pictures from magazines, downloaded pictures, or illustrations. Have them label each family member: for example, Susana, mi tía. They can also include a few sentences on the poster: Mi padre es simpático. Point out that each person has to be identified in relation to the student. Remind them to check their sentences for spelling and agreement. You may have to provide students with additional vocabulary words, based on their individual family structures.Tema 5, Capítulo 5A CompletedDay 4 Answer personalized questions using adjectives and vocabulary for leisure activities Learn about the verb tener Use forms of the verb tener and new vocabulary Use family vocabulary and grammar in a personalized context Write a paragraph based on an interviewVocabulary:Visualized vocabulary, family members vocabulary, parties and celebrations vocabularyTechnology:Overhead/LCD projector, CD player, VCR/DVD playerPacing:90 minutesNational Standards1.1, 1.2, 1.3, 4.11.WARM-UP/ASSESS (20?minutes)Targeted ResourcesALL STUDENTSActividad 8 Y tú, ?qué dices? (p. 227)Students answer personalized questions using adjectives and leisure activity vocabulary.Homework checkReview the previous day’s homework assignment. Go over any recurring errors that students may have made, reteaching as necessary.Prueba 5A-2: Vocabulary productionAdminister Prueba 5A-2 in class.Writing, Audio & Video Activity Workbook: Cap. 5A, Writing Activity 10 Writing, Audio & Video Activity Workbook Answer Key: Cap. 5A, Writing Activity 10 Prueba 5A-2, Vocabulary production Answer Key: Prueba 5A-2, Vocabulary production REALIDADES para hispanohablantes: Prueba 5A-2, Vocabulary production REALIDADES para hispanohablantes: Answer Key: Prueba 5A-2, Vocabulary production 2.PRESENT/PRACTICE (25?minutes)Targeted ResourcesALL STUDENTSCore Instruction: The verb tener (p. 228)Present the grammar box about the verb tener.View: GramActiva Video (p. 228)Show the GramActiva video about the verb the verb tener.Actividad 9 Rompecabezas (p. 228)Students read and write to complete a puzzle using the verb tener.Actividad 10 ?Qué hay para la fiesta? (p. 228)Students use tener and new vocabulary to answer questions about a fiesta.Actividad 11 Entrevista (p. 229)Students interview a partner and find out answers to questions using family vocabulary and grammar in a personalized context.Actividad 12 ?Reportaje! (p. 229)Students write a paragraph based on notes from Actividad 11 to practice using tener and family vocabulary.ADVANCED LEARNERS / PRE-AP*Assign a Spanish-speaking country. Havestudents make a decorative chart for a festivalor celebration particular to that country.STUDENTS WITH LEARNING DIFFICULTIESMake photocopies of Actividad 9. Havestudents underline the digits and the wordsfor numbers to help them solve the puzzle.For Actividad 11, work with students to createa format for taking notes.Grammar, Cap. 5A Vocabulary & Grammar Transparencies: Transparency 100 TRB: Cap. 5A, Video Script Answers on Transparencies: Cap. 5A, Act. 9 Answers Answers on Transparencies: Cap. 5A, Act. 10 Answers Act. 9, Act. 10 Answers, Cap. 5A 3.WRAP-UP/HOMEWORK OPTIONS (5?minutes)Targeted ResourcesALL STUDENTSWriting Activity 11Assign Writing Activity 11 for homework or in-class work.Go Online (p. 230)Have students Go Online at home or in class for more practice with the verb tener.STUDENTS WITH SPECIAL NEEDSGuided Practice Activities for Vocabulary and Grammar: The verb tener. Have students complete guided practice activities for homework or in-class work to reinforce grammar concepts for extra practice.Writing, Audio & Video Activity Workbook: Cap. 5A, Writing Activity 11 Writing, Audio & Video Activity Workbook Answer Key: Cap. 5A, Writing Activity 11 Guided Practice Activities: 5A-1, The verb tener Guided Practice Activities: 5A-2, The verb tener Guided Practice Activities Answer Key: 5A-1, The verb tener Guided Practice Activities Answer Key: 5A-2, The verb tener 4.BLOCK SCHEDULE (40?minutes)Targeted ResourcesHave students make family tree posters or collages. They can either use real photos or make fictional collages using pictures from magazines, downloaded pictures, or illustrations. Have them label each family member: for example, Susana, mi tía. They can also include a few sentences on the poster: Mi padre es simpático. Point out that each person has to be identified in relation to the student. Remind them to check their sentences for spelling and agreement. You may have to provide students with additional vocabulary words, based on their individual family structures.Tema 5, Capítulo 5A CompletedDay 5 Use vocabulary and grammar to answer questions Read and understand an article about a family Use appropriate forms of the verb tener Speak using family vocabulary Learn about the royal family of Spain Look at and analyze art Compare two royal family portraits Learn about possessive adjectives Read for comprehension Use possessive adjectives to answer questionsVocabulary:Visualized vocabulary, family members vocabulary, parties and celebrations vocabularyTechnology:Overhead/LCD projector, CD playerPacing:90 minutesNational Standards1.1, 1.2, 1.3, 2.2, 3.1, 3.2, 4.1, 4.21.WARM-UP/ASSESS (10?minutes)Targeted ResourcesALL STUDENTSActividad 13 Preparaciones para una fiesta de cumplea?os (p. 229)Students use new vocabulary and grammar to answer the questions.Homework checkReview the previous day’s homework assignment. Go over any recurring errors that students may have made, reteaching as necessary.Writing, Audio & Video Activity Workbook: Cap. 5A, Writing Activity 11 Writing, Audio & Video Activity Workbook Answer Key: Cap. 5A, Writing Activity 11 2.PRESENT/PRACTICE (35?minutes)Targeted ResourcesALL STUDENTSActividad 14 La familia de Pablo (p. 230)Students read a passage and complete sentences with forms of the verb tener.Actividad 15 ?Quiénes son los miembros de la familia real? (p. 230)Working with a partner, students identify members of the royal family of Spain.Fondo cultural: La familia real de Espa?a (p. 230)Go over the information and have students respond to the question.Actividad 16 La familia de Carlos IV (p. 231)Students look at a painting, then read a passage and demonstrate comprehension.Actividad 17 Carlos IV y su familia (p. 231)Working with a partner, students use vocabulary to discuss people in the painting.Fondo cultural: Dos familias reales (p. 231)Go over the information and have students respond to the questions.Audio Activity 7Play Track 8 and have students complete Audio Activity 7 in class.Core Instruction: Possessive adjectives (p. 232)Present the grammar box about possessive adjectives.Actividad 19 ?Quién es tu héroe o heroína? (p. 233)Students read an ad and demonstrate comprehension.ADVANCED LEARNERS / PRE-AP*Have students create and describe a fictional “royal family” and a fictional country for the family to rule. Have them present their family to a small group.Ask students to make a small poster presenting their hero, including a photo. Have them tell the person’s name and age, and list several qualities that explain why he or she is a hero.STUDENTS WITH SPECIAL NEEDSIf students with visual problems may have trouble matching the silhouette to the photograph in Actividad 15, pair them with students who have stronger spatial skillsHERITAGE LANGUAGE LEARNERSIn written exercises, be sure to closely monitor the agreement of adjectives and verbs. If students have not had extensive formal writing practice in Spanish, they may spell some words phonetically.Vocabulary & Grammar Transparencies: Transparency 101 Vocabulary & Grammar Transparencies: Transparency 102 Answers on Transparencies: Cap. 5A, Act. 14 Answers Answers on Transparencies: Cap. 5A, Act. 15 Answers Answers on Transparencies: Cap. 5A, Act. 16 Answers Act. 14, Act. 15, Act. 16 Answers, Cap. 5A Writing, Audio & Video Activity Workbook: Cap. 5A, Audio Activity 7 Writing, Audio & Video Activity Workbook Answer Key: Cap. 5A, Audio Activity 7 TRB: Cap. 5A, Audio Script TRB: Cap. 5A, Video Script 3.PRESENT/PRACTICE (ADDITIONAL RESOURCES) Targeted ResourcesGrammar, Cap. 5A Pre-AP* Resource Book: Listening Strategies Pre-AP* Resource Book: Speaking Strategies 4.WRAP-UP/HOMEWORK OPTIONS (5?minutes)Targeted ResourcesALL STUDENTSPractice Workbook 5A-5Assign 5A-5 for homework or in-class work.Actividad 18 La Cenicienta y su familia (p. 232)Students read a passage and use possessive adjectives to complete the sentences.Go Online (p. 234)Have students Go Online at home or in class for more practice with possessive adjectives.Prueba 5A-3: The verb tenerRemind students to prepare for Prueba 5A-3, which will be administered during the next class period, and ask if they have any questions about the material to be covered.STUDENTS WITH SPECIAL NEEDSGuided Practice Activities for Vocabulary and Grammar: Possessive adjectives. Have students complete guided practice activities for homework or in-class work to reinforce grammar concepts for extra practice.Practice Workbook: 5A-5 Practice Workbook: 5A-5 Answers Answers on Transparencies: Cap. 5A, Act. 18 Answers Act. 18 Answers, Cap. 5A Prueba 5A-3, The verb tener Answer Key: Prueba 5A-3, The verb tener REALIDADES para hispanohablantes: Prueba 5A-3, The verb tener REALIDADES para hispanohablantes: Answer Key: Prueba 5A-3, The verb tener QuickTake Quiz 5A-3 Guided Practice Activities: 5A-3, Possessive adjectives 5.WRAP-UP/HOMEWORK OPTIONS (ADDITIONAL RESOURCES) Targeted ResourcesGuided Practice Activities: 5A-4, Possessive adjectives Guided Practice Activities Answer Key: 5A-3, Possessive adjectives Guided Practice Activities Answer Key: 5A-4, Possessive adjectives 6.BLOCK SCHEDULE (40?minutes)Targeted ResourcesHave students make family tree posters or collages. They can either use real photos or make fictional collages using pictures from magazines, downloaded pictures, or illustrations. Have them label each family member: for example, Susana, mi tía. They can also include a few sentences on the poster: Mi padre es simpático. Point out that each person has to be identified in relation to the student. Remind them to check their sentences for spelling and agreement. You may have to provide students with additional vocabulary words, based on their individual family structures.Tema 5, Capítulo 5A CompletedDay 6 Play a game using possessive adjectives and tener Use possessive adjectives, classroom vocabulary, and tener Learn about diminutives Read and listen for understandingVocabulary:Visualized vocabulary, family members vocabulary, parties and celebrations vocabularyTechnology:Overhead/LCD projector, CD player, VCR/DVD playerMaterials:cube templatePacing:90 minutesNational Standards1.1, 1.2, 1.3, 4.11.WARM-UP/ASSESS (15?minutes)Targeted ResourcesALL STUDENTSHomework checkReview the previous day’s homework assignment. Go over any recurring errors that students may have made, reteaching as necessary.Prueba 5A-3: The verb tenerAdminister Prueba 5A-3 in class.Practice Workbook: 5A-5 Practice Workbook: 5A-5 Answers Answers on Transparencies: Cap. 5A, Act. 18 Answers Prueba 5A-3, The verb tener Answer Key: Prueba 5A-3, The verb tener REALIDADES para hispanohablantes: Prueba 5A-3, The verb tener REALIDADES para hispanohablantes: Answer Key: Prueba 5A-3, The verb tener QuickTake Quiz 5A-3 2.PRESENT/PRACTICE (30?minutes)Targeted ResourcesALL STUDENTSView: GramActiva Video (p. 232)Show the GramActiva video about possessive adjectives.Actividad 21 Juego (p. 234)Working with a partner, students play a game using possessive adjectives and tener.Actividad 22 ?Qué tienen y para qué clase? (p. 234)Students use possessive adjectives, classroom vocabulary, and tener to complete the activities.Audio Activities 8, 9Play Tracks 10 and 11 and have students complete Audio Activities 8 and 9 in class.Exploración del lenguaje: Diminutives (p. 235)Present the concept of diminutives and review the examples.HERITAGE LANGUAGE LEARNERSWhen presenting Exploración del lenguaje, ask students to list additional examples of diminutives they use at home or with their family.STUDENTS WITH SPECIAL NEEDSFor Actividad 21, prepare an extra set of dice for any students who have difficulties with fine motor skills.TRB: Cap. 5A, Video Script TRB: Cap. 5A, GramActiva BLMs Writing, Audio & Video Activity Workbook: Cap. 5A, Audio Activity 8 Writing, Audio & Video Activity Workbook: Cap. 5A, Audio Activity 9 Writing, Audio & Video Activity Workbook Answer Key: Cap. 5A, Audio Activity 8 Writing, Audio & Video Activity Workbook Answer Key: Cap. 5A, Audio Activity 9 TRB: Cap. 5A, Audio Script Answers on Transparencies: Cap. 5A, Exploración del lenguaje Answers 3.PRESENT/PRACTICE Targeted ResourcesALL STUDENTSActividad 23 ?Feliz cumplea?os! (p. 235)Students read a birthday card and indicate comprehension.Actividad 24 La fiesta de cumplea?os (p. 235)Play Track 9. Students listen to and understand sentences about a birthday party.Vocabulary & Grammar Transparencies: Transparency 103 Answers on Transparencies: Cap. 5A, Act. 23 Answers Answers on Transparencies: Cap. 5A, Act. 24 Answers Act. 23 Answers, Cap. 5A Act. 24 Audio, Cap. 5A 4.WRAP-UP/HOMEWORK OPTIONS (5?minutes)Targeted ResourcesALL STUDENTSPractice Workbook 5A-6, 5A-7Assign 5A-6 and 5A-7 for homework or in-class work.Actividad 20 ?Dónde está o dónde están? (p. 233)Students match questions to answers about a school party.Go Online (p. 234)Have students Go Online at home or in class for more practice with possessive adjectives.Prueba 5A-4: Possessive adjectivesRemind students to prepare for Prueba 5A-4, which will be administered during the next class period, and ask if they have any questions about the material to be covered.Practice Workbook: 5A-6 Practice Workbook: 5A-7 Practice Workbook: 5A-6 Answers Practice Workbook: 5A-7 Answers Answers on Transparencies: Cap. 5A, Act. 20 Answers Act. 20 Answers, Cap. 5A Prueba 5A-4, Possessive adjectives Answer Key: Prueba 5A-4, Possessive adjectives REALIDADES para hispanohablantes: Prueba 5A-4, Possessive adjectives REALIDADES para hispanohablantes: Answer Key: Prueba 5A-4, Possessive adjectives 5.WRAP-UP/HOMEWORK OPTIONS (ADDITIONAL RESOURCES) Targeted ResourcesQuickTake Quiz 5A-4 6.BLOCK SCHEDULE (40?minutes)Targeted ResourcesHave students make family tree posters or collages. They can either use real photos or make fictional collages using pictures from magazines, downloaded pictures, or illustrations. Have them label each family member: for example, Susana, mi tía. They can also include a few sentences on the poster: Mi padre es simpático. Point out that each person has to be identified in relation to the student. Remind them to check their sentences for spelling and agreement. You may have to provide students with additional vocabulary words, based on their individual family structures.Tema 5, Capítulo 5A CompletedDay 7 Learn how to pronounce the letters p, t, and q in Spanish Learn about the artist Diego Rivera Learn about common Hispanic last names Use party vocabulary in a personalized context Practice using vocabulary for months, activities, places, and food and drink Read about and make papel picadoVocabulary:Visualized vocabulary, family members vocabulary, parties and celebrations vocabularyTechnology:Overhead/LCD projector, CD playerMaterials:tissues, colored tissue paper, scissors, stapler, stringPacing:90 minutesNational Standards1.1, 1.2, 1.3, 2.1, 2.2, 3.1, 4.1, 4.2, 5.11.WARM-UP/ASSESS (25?minutes)Targeted ResourcesALL STUDENTSWriting Activities 12, 13Assign Writing Activities 12 and 13 for homework or in-class work.Homework checkReview the previous day’s homework assignment. Go over any recurring errors that students may have made, reteaching as necessary.Writing, Audio & Video Activity Workbook: Cap. 5A, Writing Activity 12 Writing, Audio & Video Activity Workbook: Cap. 5A, Writing Activity 13 Writing, Audio & Video Activity Workbook Answer Key: Cap. 5A, Writing Activity 12 Writing, Audio & Video Activity Workbook Answer Key: Cap. 5A, Writing Activity 13 Practice Workbook: 5A-6 Practice Workbook: 5A-7 Practice Workbook: 5A-6 Answers Practice Workbook: 5A-7 Answers Answers on Transparencies: Cap. 5A, Act. 20 Answers 2.WARM-UP/ASSESS Targeted ResourcesALL STUDENTSPrueba 5A-4: Possessive adjectivesAdminister Prueba 5A-4 in class.Prueba 5A-4, Possessive adjectives Answer Key: Prueba 5A-4, Possessive adjectives REALIDADES para hispanohablantes: Prueba 5A-4, Possessive adjectives REALIDADES para hispanohablantes: Answer Key: Prueba 5A-4, Possessive adjectives QuickTake Quiz 5A-4 3.PRESENT/PRACTICE (20?minutes)Targeted ResourcesALL STUDENTSCommunicative ActivityAssign the Communicative Activity for in-class work.Pronunciación: The letters p, t, and q (p. 236)Play Tracks 12 and 13 and go through the Pronunciación with students. Present the sounds of the letters p, t, and q in Spanish.Fondo cultural: Diego Rivera (p. 236)Go over the information and have students respond to the question.TRB: Cap. 5A, Communicative Activities TRB: Cap. 5A, Audio Script Audio, Cap. 5A 4.WRAP-UP/HOMEWORK OPTIONS (5?minutes)Targeted ResourcesALL STUDENTSLa cultura en vivo: El papel picado (p. 240)Present the material from Cultura en vivo and have students complete the activities in class.ADVANCED LEARNERS / PRE-AP*Encourage creativity if students are able to create intricate patterns in their papeles picados.STUDENTS WITH LEARNING DIFFICULTIESProvide assistance as necessary with the papeles picados.5.BLOCK SCHEDULE (40?minutes)Targeted ResourcesHave students make family tree posters or collages. They can either use real photos or make fictional collages using pictures from magazines, downloaded pictures, or illustrations. Have them label each family member: for example, Susana, mi tía. They can also include a few sentences on the poster: Mi padre es simpático. Point out that each person has to be identified in relation to the student. Remind them to check their sentences for spelling and agreement. You may have to provide students with additional vocabulary words, based on their individual family structures.Tema 5, Capítulo 5A CompletedDay 8 Read and demonstrate comprehension of a birthday invitation Discuss birthday parties and other important celebrations Learn about a Spanish-speaking person’s full name Prepare and practice a presentation about members of your familyVocabulary:Visualized vocabulary, family members vocabulary, parties and celebrations vocabularyTechnology:Overhead/LCD projectorMaterials:3 family photosPacing:90 minutesNational Standards1.1, 1.2, 1.3, 2.1, 2.2, 4.21.WARM-UP/ASSESS (5?minutes)Targeted ResourcesALL STUDENTSHomework checkReview the previous day’s homework assignment. Go over any recurring errors that students may have made, reteaching as necessary.2.PRESENT/PRACTICE (40?minutes)Targeted ResourcesALL STUDENTSLectura: Mis padres te invitan a mi fiesta de quince a?os (pp. 238-239)Students read and understand a birthday invitation.?Comprendes? (p. 239)Students demonstrate comprehension of the Lectura by writing and discussing answers to several questions.?Vamos a comparar! (p. 239)Students discuss birthday parties and other important celebrations.Fondo cultural: El nombre complete (p. 239) Go over the information and have students respond to the questions.Presentación oral: Step 1 (p. 241)Have students begin work on Step 1 in class.Vocabulario y gramática (p. 244)Review chapter vocabulary and grammar with students to prepare them for the Examen del capítulo.Preparación para el examen 1, 2 (p. 245)Play Track 15. Have students complete tasks 1 and 2 in class.STUDENTS WITH LEARNING DIFFICULTIESProvide photocopies of the invitation for students. Preview the ?Comprendes? Questions and have them highlight pertinent information on the photocopies.Have students review the Repaso del capítulo and create flashcards for any words that they do not know. Pair them with a student who is more confident with the vocabulary to practice.HERITAGE LANGUAGE LEARNERSIf students have been to a fiesta de quince a?os, ask them to describe it.Have students write a few paragraphs telling about their perfect birthday celebration. Encourage them to use as many vocabulary words from this chapter as they can, and to share their work with the class.Presentación oral and escrita Rubrics REALIDADES para hispanohablantes: Presentación oral and escrita Rubrics Answers on Transparencies: Cap. 5A, ?Comprendes? P. 243 Answers Answers on Transparencies: Cap. 5A, Preparación para el examen Answers Answers, Cap. 5A TRB: Cap. 5A, Audio Script TRB: Cap. 5A, Vocabulary Clip Art TRB: Cap. 5A, Situation Cards Pre-AP* Resource Book: Reading Strategies Pre-AP* Resource Book: Speaking Strategies 3.PRESENT/PRACTICE (ADDITIONAL RESOURCES) Targeted ResourcesGo Online 4.WRAP-UP/HOMEWORK OPTIONS (5?minutes)Targeted ResourcesALL STUDENTSPresentación oral: Step 2 (p. 241)Have students complete Step 2 in class.Preparación para el examen 3, 4, 5 (p. 245)Have students complete tasks 3, 4, and 5 in class.Go Online: Lectura (p. 239)Have students Go Online at home or in class to do an Internet link activity.HERITAGE LANGUAGE LEARNERSRealidades para hispanohablantes: ?Adelante!, 5A. Assign for homework or in-class work.Realidades para hispanohablantes: Repaso del capítulo, 5A. Assign for homework or in-class work.STUDENTS WITH SPECIAL NEEDSGuided Practice Activities for Vocabulary and Grammar: Lectura: Mis padres te invitan a mi fiesta de quince a?os. Have students complete guided practice activity for homework or in-class work.Guided Practice Activities for Vocabulary and Grammar: Presentación oral. Have students complete guided practice activity for homework or in-class work.Standardized Test PracticeReading and Writing for Success: Assign a practice standardized test for homework or in-class work. Review with students how the test will be scored, including how the rubric is used.Presentación oral and escrita Rubrics REALIDADES para hispanohablantes: Presentación oral and escrita Rubrics TRB: Cap. 5A, Audio Script Answers on Transparencies: Cap. 5A, Preparación para el examen Answers Answers, Cap. 5A REALIDADES para hispanohablantes: Cap. 5A, ?Adelante! REALIDADES para hispanohablantes: Cap. 5A, Repaso del capítulo REALIDADES para hispanohablantes Answer Key: Cap. 5A, ?Adelante! REALIDADES para hispanohablantes Answer Key: Cap. 5A, Repaso del capítulo Guided Practice Activities: 5A-5, Lectura: Mis padres te invitan a mi fiesta de quince a?os 5.WRAP-UP/HOMEWORK OPTIONS (ADDITIONAL RESOURCES) Targeted ResourcesGuided Practice Activities: 5A-6, Presentación oral Guided Practice Activities Answer Key: 5A-5, Lectura: Mis padres te invitan a mi fiesta Guided Practice Activities Answer Key: 5A-6, Presentación oral Reading and Writing for Success: Test 9 Reading and Writing for Success Answer Key: Test 9 6.BLOCK SCHEDULE (40?minutes)Targeted ResourcesHave students make family tree posters or collages. They can either use real photos or make fictional collages using pictures from magazines, downloaded pictures, or illustrations. Have them label each family member: for example, Susana, mi tía. They can also include a few sentences on the poster: Mi padre es simpático. Point out that each person has to be identified in relation to the student. Remind them to check their sentences for spelling and agreement. You may have to provide students with additional vocabulary words, based on their individual family structures.Tema 5, Capítulo 5A CompletedDay 9 Give a presentation to the class about members of your family Learn vocabulary and grammar needed to understand an episode of the video mystery Watch and listen to the video mystery and learn new vocabulary in a story context Verify comprehension by answering questions about, and reviewing, the video’s plotVocabulary:Visualized vocabulary, family members vocabulary, parties and celebrations vocabularyTechnology:VCR/DVD playerPacing:84 minutesNational Standards1.1, 1.2, 1.3, 5.21.WARM-UP/ASSESS (2?minutes)Targeted ResourcesALL STUDENTSHomework checkReview the previous day’s homework assignment. Go over any recurring errors that students may have made, reteaching as necessary.Presentación oral and escrita Rubrics REALIDADES para hispanohablantes: Presentación oral and escrita Rubrics TRB: Cap. 5A, Audio Script Answers on Transparencies: Cap. 5A, Preparación para el examen Answers 2.PRESENT/PRACTICE (40?minutes)Targeted ResourcesALL STUDENTSPresentación oral: Step 3 (p. 241)Students will make their presentations to the class.Videomisterio: ?Eres tú, María?, Episodio 1 (pp. 242-243)Introduce the events and vocabulary of Episodio 1 by scanning and reading the episode summary. Play the video for Episodio 1.?Comprendes? (p. 243)Students indicate comprehension of the Videomisterio.HERITAGE LANGUAGE LEARNERSAsk students to use the vocabulary from Palabras para comprender on p. 242 to write a summary of what happened in this episode of the Videomisterio.STUDENTS WITH LEARNING DIFFICULTIESPause the video when necessary to have students make note of the clues in the Videomisterio.Presentación oral and escrita Rubrics REALIDADES para hispanohablantes: Presentación oral and escrita Rubrics TRB: Cap. 5A, Video Script Pre-AP* Resource Book: Speaking Strategies 3.WRAP-UP/HOMEWORK OPTIONS (2?minutes)Targeted ResourcesALL STUDENTSPractice Workbook 5A-8, 5A-9Assign 5A-8 and 5A-9 for homework or in-class work.Go Online: Self-test (p. 245)Have students Go Online at home or in class to prepare for the Examen del capítulo.Practice Workbook: 5A-8 Practice Workbook: 5A-9 Practice Workbook: 5A-8 Answers Practice Workbook: 5A-9 Answers 4.WRAP-UP/HOMEWORK OPTIONS Targeted ResourcesALL STUDENTSExamen del capítulo, 5ARemind students to review for the Examen del capítulo.Examen del capítulo, 5A Answer Key: Examen del capítulo, 5A REALIDADES para hispanohablantes: Examen del capítulo, 5A REALIDADES para hispanohablantes: Answer Key: Examen del capítulo, 5A QuickTake Chapter Test Examen del capítulo Rubrics Listening Comprehension Scripts Speaking Proficiency Scripts REALIDADES para hispanohablantes: Examen del capítulo Rubrics REALIDADES para hispanohablantes: Listening Comprehension Scripts 5.WRAP-UP/HOMEWORK OPTIONS (ADDITIONAL RESOURCES) Targeted ResourcesREALIDADES para hispanohablantes: Speaking Proficiency Scripts ExamView, All Students: Test Bank A, Cap. 5A ExamView, All Students: Test Bank B, Cap. 5A ExamView, Heritage Learners: Cap. 5A ExamView, Pre-AP*: Cap. 5A 6.BLOCK SCHEDULE (40?minutes)Targeted ResourcesHave students make family tree posters or collages. They can either use real photos or make fictional collages using pictures from magazines, downloaded pictures, or illustrations. Have them label each family member: for example, Susana, mi tía. They can also include a few sentences on the poster: Mi padre es simpático. Point out that each person has to be identified in relation to the student. Remind them to check their sentences for spelling and agreement. You may have to provide students with additional vocabulary words, based on their individual family structures.Tema 5, Capítulo 5A CompletedDay 10Vocabulary:Visualized vocabulary, family members vocabulary, parties and celebrations vocabularyPacing:90 minutesNational Standards1.1, 1.2, 1.3, 2.1, 2.21.WARM-UP/ASSESS (50?minutes)Targeted ResourcesALL STUDENTSHomework checkReview the previous day’s homework assignment. Go over any recurring errors that students may have made, reteaching as necessary.Answer questionsGive students a chance to ask any last-minute questions before administering the Examen del capítulo.Practice Workbook: 5A-8 Practice Workbook: 5A-9 Practice Workbook: 5A-8 Answers Practice Workbook: 5A-9 Answers Chapter Checklist 2.WARM-UP/ASSESS Targeted ResourcesALL STUDENTSExamen del capítulo, 5AAdminister Examen del capítulo, 5A in class.HERITAGE LANGUAGE LEARNERSRealidades para hispanohablantes Assessment Program: Examen del capítulo. Administer Examen del capítulo, 5A in class.STUDENTS WITH SPECIAL NEEDSAlternate Assessment Program: Examen del capítulo. Administer Examen del capítulo, 5A in class.Examen del capítulo, 5A Answer Key: Examen del capítulo, 5A REALIDADES para hispanohablantes: Examen del capítulo, 5A REALIDADES para hispanohablantes: Answer Key: Examen del capítulo, 5A QuickTake Chapter Test Examen del capítulo Rubrics Listening Comprehension Scripts Speaking Proficiency Scripts REALIDADES para hispanohablantes: Examen del capítulo Rubrics REALIDADES para hispanohablantes: Listening Comprehension Scripts 3.WARM-UP/ASSESS (ADDITIONAL RESOURCES) Targeted ResourcesREALIDADES para hispanohablantes: Speaking Proficiency Scripts Alternate Assessment: Examen del capítulo, 5A Answer Key: Alternate Assessment: Examen del capítulo, 5A ExamView, All Students: Test Bank A, Cap. 5A ExamView, All Students: Test Bank B, Cap. 5A ExamView, Heritage Learners: Cap. 5A ExamView, Pre-AP*: Cap. 5A 4.BLOCK SCHEDULE (40?minutes)Targeted ResourcesHave students make family tree posters or collages. They can either use real photos or make fictional collages using pictures from magazines, downloaded pictures, or illustrations. Have them label each family member: for example, Susana, mi tía. They can also include a few sentences on the poster: Mi padre es simpático. Point out that each person has to be identified in relation to the student. Remind them to check their sentences for spelling and agreement. You may have to provide students with additional vocabulary words, based on their individual family structures. ................
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